School of Education researchers to present papers at the AERA annual meeting 2018
The American Educational Research Association annual meeting is the largest gathering of scholars in the field of education research. It will take place April 13th - 17th, across several venues in New York, has an expected attendance of more than 17,000 and will feature over 2,800 sessions.
The meeting showcases ground-breaking, innovative studies in a diverse array of areas; from early education through higher education, from digital learning to second language literacy. This is an opportunity for academics from around the world to share ideas and data that will shape tomorrow's education practices and policies. Four academics from the School of Education will present their papers at this prestigious event.
Can We Distinguish Student Engagement Between Universities? Evidence from the United Kingdom Engagement Survey
Presenting Author: Dr Christian Bokhove
The paper aims to see what key student and institutional variables are a predictor of engagement of undergraduate students, and whether this allows us to reliably distinguish between institutions and disciplines. Using data from two waves of the United Kingdom Engagement Survey (UKES 2014 and 2015), we constructed multilevel models for different aspects of student engagement. The results show that the vast majority of the variance of the models is at the student level, indicating that demographic characteristics seem to contribute most to differential aspects of engagement.
Airbag Moderation: The Definition and Implementation of a New Research Hypothesis
Presenting Author: Dr James Hall
Many bio, psycho, and social processes are hypothesised to function in a manner similar to car airbags inflating in an accident or to an immune system response – e.g. interventions that target such as Head Start and Sure Start. However, social science researchers lack the hypothetical and statistical tools necessary to test these hypotheses. This paper presents both sets of tools and in order to equip researchers with a powerful new approach for use in their research.4
Facilitating Inclusion in Schools Through Collaborative Action Research
Presenting Author: Dr Kiki Messiou
The paper explores the ways in which collaborative action research can facilitate the development of inclusive practices and thinking in schools. The analysis of data collected in three countries in eight secondary schools, highlights that collaborative action research led to the promotion of inclusive practices and thinking in schools in three ways: through teacher collaboration; through the development of reflective practice; and through student active participation.
Co-Teaching Perspectives from Middle School Mathematics Students and Their Co-Teachers
Presenting Author: Dr Vasilis Strogilos
Data from co-teachers and students in a co-taught mathematics middle school class were gathered to determine factors influencing students’ sense of belongingness, self-efficacy, and perceptions of co-teaching experiences. The results indicated that students valued the support received from co-teachers in providing help to all students. In addition, students with and without disabilities reported high levels of school belongingness and self-efficacy. Implications for researchers and co-teachers include examining how supportive co-teaching can be transformed to maximize instructional experiences for all students, and how positive co-teacher relationships translate to students’ sense of belonging and increased self-efficacy.
